Resouce 1: Diagram of the Life Cycle of a Frog Source:
The Visual Dictionary (2007). Life cycle of a frog. Retreived September 20, 2010 from http://www.infovisual.info/02/029_en.html
The first resource used within the visual literacy lesson is the diagram showing the lifecycle of the frog, which will be used to model to students how to create their own diagram for the water cycle. This resource provides a very good model to enable discussion between teacher and students on the topic of visual literacy. Students have already completed work on the life cycle of the frog, so are already familiar with the growth stages. This means that we can focus on the way that the image conveys meaning, in order to translate this knowledge to enable to students to create their own diagram. This is a good resource to demonstrate the interactions between living things, as it utilises a range of effective visual grammar tools.
Viewed through the Visual Semiotic Framework (Kress & Van Leewen, 2006), this resource clearly uses vectors in the form of arrows, and begins with left-to-right circular direction of movement. Colours are simplified, and representational (frogs show as green, water as blue, and land as brown) so as not to take the focus from the concept. Space is used in a condensed manner, in order to show all stages of the cycle, and setting is not used in a realistic way, appearing somewhat reduced. The subject matter is presented in a balanced layout, in semi-naturalistic, and semi-scientific way, complete with labels.
This resource is very relevant to the outcome, as it links with prior work on the lifecycle of frogs and other animals. It also reinforces the idea that many things within nature exist in cycles, and that it is important to be able to decipher and create diagrams that show these relationships.
The next resource used in this lesson is a set of photos that relate to the stages of the water cycle. Harnett (1998) believes that ordering visual images helps students’ sequencing abilities, which will aid in cementing the concept of the water cycle, while also setting the path for an explanation text (the following lesson). The photographic images were originally shot by the photographer to sensationalise different moments in time. They were selected by me to present recognisable stages of the water cycle, as students would see in the world around them.These images act as a stimulus to enable students to develop their own simplified representations of the water cycle, which stems from the focus outcome.
Having these images in front of the students will enable them to focus on what should be included within their diagrams (although students should not be limited to these, and should be encouraged to consider other contributors to the water cycle). These images help link the scientific concepts to the world around them. Within their groups, students need to discuss with each other and the teacher, and refer to the Frog Lifecycle Diagram, how to simplify their representations, which colours they should use, how much background setting they should provide, how to use the arrows, and the direction of movement.
It is important to note that there is not one singular path of movement in the water cycle, and that students are able to interlink many of the stages. This resource helps students to consider that water interacts with the environment and living things in a range of ways, and helps add to students’ larger understanding of the complexity of cycles within the earth’s environment. It also helps students to understand the focus outcome by showing that systems can be complex, but in science we try to create models to simplify and explain the phenomena around us.
Resource 2: A set of photographs representing stages of the water cycle
Source:
The Visual Dictionary (2007). Life cycle of a frog. Retreived September 20, 2010 from http://www.infovisual.info/02/029_en.html
The first resource used within the visual literacy lesson is the diagram showing the lifecycle of the frog, which will be used to model to students how to create their own diagram for the water cycle. This resource provides a very good model to enable discussion between teacher and students on the topic of visual literacy. Students have already completed work on the life cycle of the frog, so are already familiar with the growth stages. This means that we can focus on the way that the image conveys meaning, in order to translate this knowledge to enable to students to create their own diagram. This is a good resource to demonstrate the interactions between living things, as it utilises a range of effective visual grammar tools.
Viewed through the Visual Semiotic Framework (Kress & Van Leewen, 2006), this resource clearly uses vectors in the form of arrows, and begins with left-to-right circular direction of movement. Colours are simplified, and representational (frogs show as green, water as blue, and land as brown) so as not to take the focus from the concept. Space is used in a condensed manner, in order to show all stages of the cycle, and setting is not used in a realistic way, appearing somewhat reduced. The subject matter is presented in a balanced layout, in semi-naturalistic, and semi-scientific way, complete with labels.
This resource is very relevant to the outcome, as it links with prior work on the lifecycle of frogs and other animals. It also reinforces the idea that many things within nature exist in cycles, and that it is important to be able to decipher and create diagrams that show these relationships.
The next resource used in this lesson is a set of photos that relate to the stages of the water cycle. Harnett (1998) believes that ordering visual images helps students’ sequencing abilities, which will aid in cementing the concept of the water cycle, while also setting the path for an explanation text (the following lesson). The photographic images were originally shot by the photographer to sensationalise different moments in time. They were selected by me to present recognisable stages of the water cycle, as students would see in the world around them.These images act as a stimulus to enable students to develop their own simplified representations of the water cycle, which stems from the focus outcome.
Having these images in front of the students will enable them to focus on what should be included within their diagrams (although students should not be limited to these, and should be encouraged to consider other contributors to the water cycle). These images help link the scientific concepts to the world around them. Within their groups, students need to discuss with each other and the teacher, and refer to the Frog Lifecycle Diagram, how to simplify their representations, which colours they should use, how much background setting they should provide, how to use the arrows, and the direction of movement.
It is important to note that there is not one singular path of movement in the water cycle, and that students are able to interlink many of the stages. This resource helps students to consider that water interacts with the environment and living things in a range of ways, and helps add to students’ larger understanding of the complexity of cycles within the earth’s environment. It also helps students to understand the focus outcome by showing that systems can be complex, but in science we try to create models to simplify and explain the phenomena around us.
Resource 2: A set of photographs representing stages of the water cycle
Source: Australian Severe Weather (2010). Weather stock photography. Retreived September 20, 2010 from http://australiasevereweather.com/photography/
References:
Harnett, Penelope (1998) ‘Children working with pictures’ in Hoodless, Pat (ed.) History and English: Exploring the Links London: Routledge.
Kress, G. & van Leeuwen, T. (2006). Reading Images: The Grammar of Visual Design. London: Routledge.